RISE Webinar Series
The Research on International Studies in Education (RISE) Webinar Series, organized by AIR, showcases research using data from international studies and promotes sharing and discussion about how data-based evidence can be used for improving educational outcomes.
Stay tuned! The RISE Webinar Series will be hosting another webinar in winter 2018. To receive updates on future webinars, please write the RISE team at RISE@air.org to be added to our subscription list.
Do Teachers Teach Less in Classrooms with Students with Special Needs? Trends and Predictors from International Data
On October 26, 2017 the American Institutes for Research hosted a presentation and discussion on the inclusion of students with disabilities in general education classrooms, a cornerstone of special education policy in the United States and many countries. While studies have examined when and how much inclusion is appropriate for students with disabilities, there is less research on how inclusion may negatively impact students without disabilities in the same classroom. Using 2013 data from the Teaching and Learning International Survey (TALIS), the presentation addressed some parents' concern that, due to the additional needs of students with disabilities, teachers may spend less time teaching in inclusive classrooms. Through analyses of 121,173 teacher responses from 38 participating education systems, factors are identified that may explain disparities in instructional time between inclusive and non-inclusive classrooms.
20 Years of TIMSS: International Trends in Mathematics and Science Achievement, Curriculum, and Instruction
On May 31, 2017 the American Institutes for Research hosted a presentation and discussion on a recently released report using data from the Trends in International Mathematics and Science Study (TIMSS) titled 20 Years of TIMSS. Since its first administration in 1995, TIMSS has become a prominent assessment of students’ knowledge, skills, and abilities in Mathematics and Science. Not only does TIMSS measure student achievement in mathematics and science, it is also designed to report on curriculum and instruction, as well as student background variables. TIMSS’ most recent administration in 2015 marks 20 years of this assessment being operationalized, which allows researchers and policy makers to gain a sense of changes in student achievement, curriculum and instruction, and student background variables over the last 20 years. This webinar focuses on the 20 Years of TIMSS report and digs deeper in to the educational shifts and changes that have occurred in education systems around the globe.
On February 22, 2017 the American Institutes for Research hosted a presentation and discussion on a recently released report using data from the Program for International Assessment of Adult Competencies (PIAAC) titled Highlights from the U.S. PIAAC Survey of Incarcerated Adults: Their Skills, Work Experience, Education, and Training. This report provided information on skills and competencies of the incarcerated adults, comparing to that of adults in U.S. households. The report also reported on the extent of inmates’ participation in formal education, empowerment classes (such as parenting or personal finance management), and job training programs.
On November 9, 2016 the American Institutes for Research hosted a presentation and discussion on the analysis of large-scale international assessment data. Analyses often focus on average student performance; in particular, how a country’s average performance compares to that of other countries and how it has changed over time. However, such a focus provides little insight into a country’s success in educating students across the achievement distribution, especially its low- and high-performing students.
Published reports from large-scale international assessments have included tables with percentiles of achievement that show how scores at the 10th and 90th percentiles compare across countries. However, prior research has not systematically examined and statistically tested these gaps in achievement between low- and high-performing students and whether these achievement gaps have narrowed or widened over time. In this webinar, the results of these analyses using mathematics data from the Trends in International Mathematics and Science Study (TIMSS) were presented.
On July 13, 2016, the American Institutes for Research hosted a presentation and discussion that examined whether parents’ reading attitudes and behaviors are shared by their children—that is, if reading attitudes and behaviors are “contagious.” Using data from the 2011 Progress in International Reading Literacy Study (PIRLS), the webinar will address the following questions, looking across fourth-grade students and their parents in 50 diverse education systems:
- Do children and parents enjoy reading and read frequently for fun?
- Do children share their parents' positive reading attitudes and behaviors?
- Do some children—i.e. girls compared to boys, or children whose parents have a university degree compared to those whose don’t—share their parents’ positive reading attitudes and behaviors more than others?
This webinar can inform policy efforts to promote positive reading attitudes and behaviors in children.
Different Modes of Curricular Differentiation at the School Level and Their Impact on Educational Inequality
On May 5, 2016, the American Institutes for Research hosted a presentation and discussion focusing on two of the most common types of formal curricular differentiation in secondary schooling: course-by-course tracking and academic and vocational streaming. Both forms of curricular differentiation have been criticized for segregating students by socioeconomic status (SES) and directing low-SES students into lower-status educational trajectories. Using data from the Program for International Student Assessment (PISA), this presentation reviewed findings from this emerging literature with a focus on comparing different types of curricular differentiation by the extent of SES segregation between tracks, student achievement, academic self-concept, educational aspirations, and resulting levels of social inequality in educational attainment.
On February 24, 2016, the American Institutes for Research hosted a presentation and discussion on the growing inequality of opportunity in the United States and the impact this has on both skills acquisition and outcomes for current and future generations. Using data from the Program for the International Assessment of Adult Competencies (PIAAC), the presentation explored the paradox for U.S. millennials (born after 1980, ages 16-34): while they may be on track to be our most educated generation ever, they consistently score below many of their international peers in literacy, numeracy, and problem solving in technology-rich environments. Equally troubling is that these findings represent a decrease in literacy and numeracy skills when compared to results from previous years of U.S. adult surveys.
The Use of Computers in School and the Skills of the “Net Generation” – Shedding Light on Myths About Digital Natives
On December 3, 2015, the American Institutes for Research hosted a presentation that looked at computer and information literacy across countries. In 2013, the International Association for the Evaluation of Educational Achievement (IEA) International Computer and Information Literacy Study (ICILS) assessed eighth-grade students’ learning and knowledge in computer and information literacy (CIL) skills. What can the United States learn from the 21 countries that participated in this study?
The American Institutes for Research hosted a presentation that looked at teacher professional development and its relationship to schooling outcomes. Improving the quality of teaching is a key concern for many countries and teacher professional development is often seen as a mechanism for doing so. Using OECD’s Teaching and Learning International Survey (TALIS) 2013 data, the presentation covered findings that explore the school conditions and practices of teachers that are associated with their participation in professional development and the reported impacts on their instruction. The presentation focused on the general patterns observed across OECD countries and looked at differences between countries. Implications for policy and practice were also discussed.